چکیده پایان نامه ها گروه زبان

نام و نام خانوادگی:کیمیا رحیمیان
عنوان پایان نامه: ارزیابی اثرات تکثیری سلول های بنیادی مشتق از دندان بر روی سلول های اندوتلیال قرنیه موش صحرائی
رشته تحصیلی:زیست شناسی گرایش سلولی و مولکولی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما: دکتر فرشته کرمعلی،دکتر محمد حسین نصر اصفهانی

چکیده:

بیان مساله و هدف : قرنیه یک لایه شفاف در جلو و مرکز چشم محسوب شده که وظیفه آن هدایت نور و تشکیل تصویر بر روی شبکیه است. این وظیفه مهم نشان دهنده اهمیت این بخش از چشم میباشد و آسیب آن میتواند بسته به میزان ضایعه ایجاد شده سبب اختلالات بینایی .شود سلولهای اندوتلیال قرنیه (CECS) نقش مهمی در شفافیت و هومئوستازی قرنیه ایفا می.کنند از آنجائیکه این سلولها قابلیت تکثیر ،ندارند آسیبهای جدی به این ساختار سبب از بین رفتن آن شده و بینایی فرد تحت تأثیر قرار میگیرد تابحال مطالعات بسیاری بر روی ترمیم لایه اندوتلیال قرنیه متمرکز ،شده اما تحریک تکثیر لایه اندوتلیال به صورت کاربردی هنوز به صورت چالش باقی مانده بود مطالعات قبلی ما نشان داد که محیط مجاور شده (CM) سلولهای بنیادی آپکس پاپیلای دندان (SCAP) سبب تكثير سلولهای رنگدانه دار شبکیه شد در این ،مطالعه اثر این ترشحات بر تکثیر CECS در محیط آزمایشگاهی مورد بررسی قرار گرفت.
روش تحقیق :برای این منظور، ابتدا CECS از چشم موش صحرایی جدا شده و با توجه به روشهای کشت موجود در شرایط آزمایشگاهی کشت داده شد. سپس اثرات تکثیری CM حاصل از SCAP بر روی این سلولها مورد ارزیابی قرار گرفت ،همچنین بیان مارکرهای اختصاصی CECS در سطح RNA نیز ارزیابی شد.
نتایج:نتایج این مطالعه نشان داد که استفاده از CM سلولهای SCAP ، میتواند سبب تحریک تکثیر و مهاجرت CECs شود. همچنین مطالعه حاضر نشان داد که سلولهای تکثیر شده در حضور این ترشحات میتوانند پس از ایجاد تک لایه سلولی از فاز تکثیری خارج شده ماهیت اندوتلیالی خود را به دست آورده و مارکرهای اختصاصی خود( ZO-1,CD56/NCAM,Na/K ATPase )را بیان کنند.
بحث:نتایج حاصل از این مطالعه برای اولین بار اثرات ترمیمی ترشحات سلولهای SCAP را بر سلولهای اندوتلیال قرنیه ثابت کرد نتایج ما نشان داد که SCAP-CM نه تنها از طریق تنظیم چرخه سلولی سبب تحریک تکثیر CECs میشود. بلکه در حفظ این سلولها و بیان مارکرهای اختصاصی موثر در حفظ عملکرد این سلولها نیز نقش دارد. این مطالعه اطلاعات پایه ای جهت استفاده از ترشحات سلولهای SCAP در کشت CECS ارائه شده است. بر این اساس، با تمرکز بیشتر در این زمینه میتوان راهکارهای جدیدی برای استفاده از این ترشحات در مطالعات مهندسی بافت مرتبط با این سلولها و همچنین سلول درمانی برای اختلالات قرنیه در آینده ارائه
نمود.

کلیدواژه: سلولهای اندوتلیال ،قرنیه سلولهای بنیادی آپکس پاپیلای دندان ، تکثیر ،سلولی آسیب قرنیه، سلولهای
بنیادی محیط روئی پاپیلای دندان

نام و نام خانوادگی:Nasim Tale Dastjerdi
عنوان پایان نامه:

عنوان پایان نامه: The Effect of Explicit Instruction of Intercultural Elements in Developing Intercultural Communicative Competence among Iranian Advanced EFL Learners

رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Alireza Najafi

چکیده:Internationalization has accentuated the importance of intercultural communicative competence (ICC) among language learners in higher education in the 21st century. Universities worldwide have begun to emphasis intercultural elements in language classrooms. The data were gathered from 29 male and 31 female advanced EFL learners with the same native language in the institute in Isfahan ,Iran, served as the study location .Quick oxford placement Test was used to examine the language level of participants and homogenize them. Then, Intercultural Communicative Competence Self Rating Scale (ICCSRS) was used to collect the requisite data about the intercultural communicative competence level of the participants before and after instruction that received them through a QR code file. The accompanying research therefore has two purposes :1) Evaluate the effectiveness of explicit instruction of intercultural elements on advanced EFL learners’ intercultural communicative competence.2) Assessment which type(s) of intercultural communicative competence boost(s) more with explicit instruction .The study concludes that knowledge of the target language’s culture positively affects advanced learners’ communicative competence and it has a significant effect on Discourse competence, Knowledge, Awareness ,Attitudes and Sociolinguistic competence, and it has no significant effect on Linguistic competence, Strategic competence and Skills. These result underscore the instructional impact on communicative competence, offering valuable insights for English language teachers, researchers, and learners…

کلیدواژه:  Explicit Instruction, Intercultural Elements, Intercultural Communicative Competence, Intercultural Communication

نام و نام خانوادگی:Mehrdad Mokabberi Koupaei
عنوان پایان نامه: Evaluation of the Book Entitled “English for the Students of Power, Electronics, Control and Communications”: ESP Instructors’ and Students’ Perspectives in Focus

رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Alireza Najafi
Dr. Kaveh Khoddambashi

چکیده:This study examined the viewpoints of ESP (English for Specific Purposes) instructors and learners regarding the book English for the Students of Power, Electronics, Control, and Communications (2016). A quantitative study design was utilized to accomplish three primary objectives: appraising the book’s design and layout, evaluating the suitability of its activities, and investigating the efficacy of the language skills offered in the book. The study comprised a cohort of 110 students pursuing electrical engineering across multiple universities, in addition to five instructors who were randomly selected. Surveys, categorized into sections that address various aspects of the book, were given to both instructors and students. Pilot testing and expert evaluation established the surveys’ reliability and validity. The data analysis, performed using SPSS software. The findings unveiled a dominant agreement among professors and students regarding multiple facets of the book, with significant concurrence on the arrangement and aesthetics.

کلیدواژه:  Book Evaluation, ESP, Teachers’ Perception, Students’ Perception

نام و نام خانوادگی:Sahel Heidari
عنوان پایان نامه: Reflective Teacher-training in Teacher Education Institutional programs in Iran; Ajzen’s Theory of Planned Behavior in Focus

رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Omid Tabatabaei

چکیده:Reflective teaching is a process that plays a central role in teachers’ professional development. The Theory of Planned Behavior (TPB) predicts that planned behaviors are determined by behavioral intentions. The current study employed Ajzen’s Theory of Planned Behavior (TPB), to evaluate the effectiveness of teacher training programs in Iran based on Cambridge Framework for Teacher Development. It surveyed 40 participants out of a pool of 80 teaching students, aged varied from 28 to 42 years consisting of 21 males, 19 females. Experimental group participated in the target program and the control group participated in common teacher training programs without any pre-established framework in behind. From the results we can see that Cambridge teacher training program increased the participants’ intentions to implement reflective teaching. The study highlights the need for regular and more guided support in improving reflective practice, especially for junior teachers..

کلیدواژه:  Behavioral Model, Teacher Development, Teacher Training, Reflective Teaching

نام و نام خانوادگی:Maghferat Torkian
عنوان پایان نامه: Relationship Between Iranian EFL Teachers’ Amount of L1 Use in the Classroom and Their Language Proficiency Level

رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Alireza Najafi
Dr. Kaveh KhodamBashi

چکیده:
This study aimed at finding out the relationship between Iranian EFL teachers’ amount of L1 use in the classroom and their language proficiency level through using questionnaires. Participants of this investigation contains 123 EFL teachers both male and female in English language institutes in Iran, with different educational background. For all teachers that participated in the study, Persian is the L1 and English is the L2. The link of the questionnaires was shared with EFL instructors in various English language centers/institutes through social media including Telegram and WhatsApp. They were requested to complete the questionnaires and share it with their colleagues. The questionnaires were available for a period of about 2 month, December 20 – November 20, 2023. The participants were required to read the instructions for each section and complete it accordingly. All the teachers participated in the Language Proficiency test (Appendix B) and after that they answered the second section of the questionnaire which was about the use of L1 in their EFL classrooms (Appendix A). The results of this research revealed a low negative correlation between proficiency level of the teachers and their LI use in the classroom. Some implications may be useful for teachers, learners and teacher trainers. The results of the study may be of great value to institutes administrators, in a way that they may support their teachers to upgrade their knowledge by holding several applicable and helpful workshops. EFL teachers need to be aware of their L1 use and the reasons for it. If their L1 use is because of their low L2 proficiency level, then they must try more to expand and increase their level of proficiency to reach a judicious amount of L1 use. EFL teacher training also should enable teachers to make a balanced evaluation of L1 use in the classroom.

کلیدواژه:  Iranian EFL teachers, Language Proficiency Level, L1 use.

نام و نام خانوادگی:Zahra Rashedi
عنوان پایان نامه: The Challenges and Used Strategies by Iranian Tourist Guides While Communicating with Foreign Tourists
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Bahare Khazaeenejad
چکیده:
In an increasingly globalized world, the role of language as a bridge for communication has become more crucial than ever. In the realm of tourism, effective communication plays a significant role in ensuring a smooth, enjoyable, and culturally enriching experience for travelers. This study was an attempt to investigate English language challenges that tourist guides face to serve foreign tourists and strategies they apply to solve these challenges in Iran. Through purposive sampling, this study collected data from questionnaires and interviews. The respondents were 40 tourist guides officially registered as English language tourist guides in Iran. (Tehran:10 participants, Isfahan:8, Shiraz:7, Tabriz:5, Mashhad:5, Yazd:3, Other:2).The questionnaire was designed to extract specific data about the nature and extent of the challenges the guides face while using English and the strategies they employ to overcome those challenges. The qualitative aspect of the research design sought to provide an in-depth understanding of the phenomena. It involved semi-structured interviews with selected participants based on their questionnaire responses. This enabled the researchers to probe deeper into the intricacies of the challenges faced by the guides and the coping strategies they use, which could not be sufficiently captured by the quantitative approach. The mixed-method research design presented a balanced and comprehensive method of investigating the complex dynamics of the English language challenges faced by tourist guides in Iran and the strategies they employ in their profession. The respondents maintained that they face challenges while communicating in English with foreign tourists especially for Pronunciation, Cultural References, understanding accents, and Explaining complex concepts, respectively. In addition, the results indicated that the strategies to overcome language challenges while communicating with foreign tourists were repeating and rephrasing sentences, simplifying language, asking for clarification, adaptation to cultural differences; adopting appropriate skills; creating similarities; maintaining appropriate relationships and conflict resolution strategies.

کلیدواژه:  Tourism; Tour Guide or Tourist Guide; Challenge; English as a Foreign Language
; Communication skills; International Tourism;

نام و نام خانوادگی:Faezeh Shojaee Zadeh
عنوان پایان نامه: The Effect of Task-Based Writing Tasks on EFL Learner Agency and Task Negotiation
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : Dr. Ehsan Rezvani Sichani
چکیده:
This study was an attempt to investigate the effect of task-based Writing tasks on EFL learner agency and task negotiation. The current study benefited from an experimental design. In order to do so, through convenient non-random sampling, out of 96 participants, 44 EFL learners were selected to participate in the study. They were divided into two groups based on an IELTS reading test. The following instruments were used as well: IELTS, a writing pretest and posttest, and Learner Agency Questionnaire (Nezami, Schwarzer, 1996). After the selection process and treatment initiation, learners in both groups used the identical textbook for eight sessions, each lasting 90 minutes. The teacher gave them in the control group the similar six writing prompts that were given to the students in the experimental group. The experimental group used a task-based structure, with pre-task, during-task, and post-task stages for each activity. Each stage was given the same time as the control group. Descriptive statistics and two separate paired samples tests were used to verify the analysis results using SPSS software. The findings of the study revealed that the task-based writing tasks have statistically significant effect on EFL learners’ learner agency. Also, the second research hypothesis was rejected, meaning task-based writing tasks have statistically significant effect on EFL learners’ negotiation.

کلیدواژه:  Learner Agency, EFL Learners, Task-Based Tasks, Negotiation, Writing

نام و نام خانوادگی:بیتا وکیل اسداله ئی
عنوان پایان نامه: اثربخشی استفاده از چند رسانه ای در کلاس های هوشمند بر بهبود دقت صحبت کردن و تسلط زبان آموزان ایرانی سطح متوسط: مطالعه ای ترکیبی
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر شیلا خیرزاده
چکیده:
Speaking is not a simple skill and achieving the satisfactory mastery of this skill needs some experience, practice and strategies. This study is conducted to investigate the effectiveness of integrating digital media in the smart classes to enhance the EFL learners’ speaking skill. Furthermore, the present study aimed to explore the EFL learners’ perceptions of the benefits and advantages which the implementation of digital media might bring for the process of learning oral skills. To fulfill the purpose of this study a mixed-method design was adopted. For the quantitative phase of this study, a group of 40 Iranian male and female EFL learners were selected based on the results of Oxford Quick Placement Test (OQPT) from private language institute in Isfahan. For the qualitative part, five volunteer participants from among the experimental group participants were randomly selected. In order to collect the required data a semi-structured interview was conducted to assess the participants’ speaking skill. Further, an interview with open-ended questions were carried out to delve into the participants’ perceptions beneficial aspects of integrating multimedia in the process of teaching oral skills in the classroom. Both descriptive and inferential statistics were run to investigate the research questions in the present study. Regarding the qualitative phase, the gathered information from interviews were transcribed and the themes and subthemes were identified and codified by the researcher. This process was done based on theme-based approach. The quantitative finding of the study suggested that the group who underwent the teaching of the speaking courses using multimedia tools such as smart board outperformed in terms of speaking accuracy and fluency. The qualitative finding also revealed that the EFL learners perceived multimedia instruction and smart classes to have both beneficial aspects and challenging issues.

کلیدواژه: :Speaking fluency, Accuracy, Multimedia, Perception, Smart Classes, Intermediate, Mixed Method, Intermediate EFL Learners

نام و نام خانوادگی:مهناز حسینی
عنوان پایان نامه:Effectiveness of Formative Assessment on Iranian Intermediate EFL Learners` Autonomy and Motivation
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:

Formative assessment can be seen as an integral part of teaching and
learning, as formative assessment affects students’ learning and vice versa. This research sought to investigate the effect of formative assessment on motivation and autonomy of the Iranian intermediate English learners. To collect data, Oxford Placement Test, Leenknecht et al. (2021) Autonomy Test, and the Motivation Questionnaire Good et al (2022), were administered. To fulfill the objectives of the study an Oxford Placement Test (OPT) was administered among 100 female EFL learners, in Isfahan, Iran and finally 40 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. The experimental group was assessed by formative assessment, while the control group was assessed by non-formative assessment. In doing so, twenty of forty intermediate level students involved in the class based on formative assessment had the opportunity to be assessed through quizzes, class games, and on-the-spot evaluations while the control group was assessed through final exams, reports, presentations, and projects that demonstrate the cumulative knowledge a student has gained over the course of study. Moreover, a motivation questionnaire and an autonomy questionnaire were given to both groups at the beginning and at the end of study. After receiving treatment for 20 hours of English language class time, autonomy and motivation questionnaires were used to obtain the data and were analyzed using parametric independent samples t-test so that it got information about if there was any statistically significant difference between the two groups in terms of their autonomy and motivation before and after completion of the specific treatment on the formative assessment for the experimental group. The findings of the study revealed that there was a significant effect of formative assessment on the students’ autonomy; as well as a significant effect of formative assessment on the students’ motivation. Generally, the experimental groups outperformed the control groups. Finally, several implications that may help guide future research are offered.

کلیدواژه:

Autonomy, Intermediate Students, Formative assessment, Motivation

نام و نام خانوادگی:رویا حاجی هاشمی
عنوان پایان نامه:Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر امید طباطبائی
چکیده:
The present study was an attempt to investigate the effects of learners’ autonomy on learners’ engagement with the focus on proficiency level. The participants of this study were 60 students who were selected from adult female English learners that they had the same native language. They were chosen based on their performance in an Oxford Quick Placement Test, which assessed their proficiency levels ranging from pre-intermediate to upper-intermediate. The selection process took place at the Parnian Institute in Khomeinishahr, Isfahan, Iran. At the start of the treatment, the learners completed a student engagement questionnaire (SEQ) as a pretest to determine their level of engagement. Both pre-intermediate and upper-intermediate groups were then taught a learning package on autonomy learning for 15 sessions, each lasting 105 minutes. After the sessions, the SEQ was administered again as a post-test to measure the impact of autonomy on learners’ engagement. The results showed a significant difference in the average scores of the pre-intermediate and upper-intermediate participants on the posttest, indicating that learner autonomy had a considerable impact on their engagement. Furthermore, the effect of learner autonomy was more pronounced in the upper-intermediate group than in the pre-intermediate group. The findings can be useful for the teachers, researchers, and learners who are learning English as a second or foreign language.

کلیدواژه:: Learner Engagement, Learner Autonomy, Pre-intermediate, Upper-intermediate, Engagement Questionnaire

نام و نام خانوادگی:امیررضا شیخ صراف
عنوان پایان نامه: A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر امید طباطبایی
چکیده:
این مطالعه سعی دارد دیدگاه معلمان و داوطلبان آیلتس را نسبت به ذهنیت برای آیلتس بررسی کند. برای این منظور 90 داوطلب آیلتس و 15 مدرس آیلتس از دو مؤسسه اصلی آیلتس شرکت کردند که نیمی از داوطلبان زن (45) و نیمی دیگر مرد (45)بودند. سپس به صورت غیرتصادفی در دو گروه مدرس و داوطلب قرار گرفتند. مهم ترین مطالب مورد استفاده در این تحقیق با آزمون ماک استفاده کنند مشخص می کند زیرا در ابتدای مایندست شروع شد که سطح دانش آموزانی را که می خواهند از ماک استفاده از این کتاب مربیان باید سطح دانش آموزان خود را درک کنند و اگر دانش آموزان حداقل نمره 5.5کسب کنند. باالتر از در حال ارزیابی است. عالوه بر این، ایلتس این که آنها واجد شرایط ورود به تحقیقاتی هستند که در آن و همچنین باید در آزمون آیلتس با نمره 7 یا باالتر شرکت کرده باشند تا اطمینان حاصل شود مدرسان باید دارای مدرک که توانایی آنها به اندازه کافی( تفل) برای تدریس آیلتس باالا است. برای هر یک از دو گروه یک پرسشنامه سنجش ارزیابی اجرا شد و آنها ، طرح توصیفی انجام شد. طرح تحقیق توصیفی برای 20دقیقه فرصت داشتند تا آن را تکمیل کنند. برای ارزیابی کمی با ارائه آمار توصیفی و مقایسه میانگین، 20درصد و (SPSS (تجزیه و تحلیل داده ها و اطالعات عددی با بسته آماری علوم اجتماعی مستقل برای تجزیه و تحلیل داده های جمع آوری شده توسط یک گروه، t انحراف معیار گویه های پرسشنامه انجام شد. آزمون دانش آموزان یا معلمان در مورد یک منطقه خاص از قالب کتاب یا محتوای کتاب و ظاهر فیزیکی استفاده می شود. پس از آن آزمون مستقل و آزمون جایگزین من یو ویتنی بررسی شد، فرمول هایی برای مقایسه تفاوت بین t طرح غیرآزمایشی )شبه( که با آزمون دو گروه مستقل برای تجزیه و تحلیل داده های به دست آمده از شرکت کنندگان بود. نتایج پرسشنامه حاکی از آن بود که شرکت کنندگان مدرس معتقد بودند که ظاهر کتاب داوطلبان را به خود جذب می کند و تصاویر آن مناسب است، این نشان می دهد که ذهنیت برای آیلتس کتاب مناسبی مطابق با ظاهر فیزیکی است. اکثر معلمان نیز معتقد بودند که محتوا بر اساس نیازهای زبانی داوطلبان تنظیم شده است و در هر صفحه از کتاب اطلاعات کافی ارائه شده است.

کلیدواژه:

ارزیابی کتاب معلمان آیتلس،داوطلبان ایلتس،ذهنیت برای آیتلس

نام و نام خانوادگی:میلاد سلیمی بروجنی
عنوان پایان نامه: Submitted in partial fulfillment of the requirement For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر احسان رضوانی

In the last couple of decades, integrating culture into second language (L2) classroom instruction has received much attention.  Accordingly, this study aimed at discovering Iranian EFL teachers’ and learners’ beliefs and attitudes toward integration of culture into EFL teaching and learning. Moreover, it was attempted to examine whether there are significant differences between Iranian high school EFL teachers’ and learners’ beliefs with regard to the integration of English culture into L2 classrooms. To do so, following a descriptive quantitative survey design, 50 EFL teachers and 50 EFL learners were selected through convenience sampling to participate in this study. To collect the data, two distinct closed-ended questionnaires developed by Elarbash (2019) were administered separately to the teachers and the learners. The results of data analysis showed that EFL teachers held positive views towards the integration of Western culture in their teaching. The findings showed that most teachers were aware of the importance of teaching Western culture although their EFL textbooks paid very little attention to it. Additionally, it was found that the majority of students appreciated the teaching and learning of culture in EFL classrooms. Finally, the results of an independent samples t-test revealed that there was not a significant difference between Iranian high school EFL teachers’ and learners’ beliefs with regard to the integration of English culture into L2 classrooms. The study will provide pedagogical implications for Iranian EFL teachers and learners within the area of inter-cultural instruction and teaching L2 culture.

کلیدواژه:

Culture, Intercultural Language Teaching and Learning (ILTL), Intercultural Competence

نام و نام خانوادگی:سحر عسگری
عنوان پایان نامه:Iranian High School EFL Teachers Assessment Literacy
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر امید طباطبائی
چکیده:

One of the main components of the learning process is teacher evaluation. Therefore, assessment literacy is essential to promote student learning and achievement and teacher education. The focus of this mixed study is to investigate the assessment of English as a foreign language (EFL) literacy of English teachers with TEFL and non-TEFL backgrounds in Isfahan schools. The participants in this research were 100 male and female English language teachers from 20 high schools. Their age was between 25 and 50 years. Selection was based on participants’ willingness to participate and teachers were selected based on available sampling in a non-random manner. The instrument were teacher questionnaires and semi-structured interviews with some of them. In the quantitative stage, all the participants were required to complete the questionnaire through the Google form link, and in the qualitative stage, the participants participated in a semi-structured interview. The findings show that there is a significant difference in the level of language evaluation literacy of teachers according to their educational background. Especially, the results show that post-graduate teachers have higher language evaluation literacy than undergraduate teachers, which shows the effect of teachers’ education level and background.

کلیدواژه:Language Assessment Literacy, Language Learning, EFL Learner, TEFL Background, High School Teachers.

نام و نام خانوادگی:سمیرا قادریان
عنوان پایان نامه: Evaluation of EFL Teacher Training Program in Iran
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی- دکتر کاوه خدام باشی
چکیده: The present study was an attempt to evaluate how effectively English language training program helps Iranian EFL teacher trainees prepare for their future positions. The participants of the study were 100 (33 males & 67 females) EFL students. They were males and females and their ages were between 22 and 30 years old. They are English language teacher trainees of Isfahan teacher training university. In the present study, mixed methods design was conducted as an approach to inquiry that combines or associates both interview and questionnaire as qualitative and quantitative phases respectively. Data were collected via both interviews and questionnaires. Interviews were first conducted with Iranian EFL students to identify concerns related to their training program in Iran. The questionnaires’ frequency counted and descriptive statistics were used in this study. Open and axial coding were used to analyse the interviewees’ data to gain a deeper understanding of the participants. The findings revealed that the majority of participants agreed that the teacher training program established a connection between classroom practice and theory. Additionally, the findings demonstrated that teacher training programs can encourage students to focus on their points in the future implications. Hopefully, the findings of this study will assist educational teachers, administrators, and academicians to better understand teacher training programs in Iranian contexts.

کلیدواژه:

EFL Students, Training Program, Teacher Trainees

نام و نام خانوادگی:مریم بابائی
عنوان پایان نامه:The Impact of Digital Storification on Accuracy and Fluency in Speaking Among Iranian EFL Learners
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:

پژوهش حاضر تلاشی برای بررسی تأثیر داستان گویی دیجیتال بر دقت و تسلط در گفتار در زبان آموزان ایرانی زبان انگلیسی بود. تعداد کل 40 زبان آموز زن انگلیسی با محدوده سنی 13 تا 25 سال با مهارت زبان متوسط در این مطالعه بر اساس در دسترس بودن انتخاب شدند. تست تعیین سطح آکسفورد برای همگن سازی شرکت کنندگان از نظر نمرات آنها در آزمون انجام شد. به نمونه انتخاب شده پیش آزمون گفتاری داده شد تا همگنی آنها از نظر توانایی بررسی شود. پس از انجام پیش آزمون، روند تحقیق آغاز شد. کل آموزش هفت جلسه به طول انجامید. در دو جلسه ی اول، تست تعیین سطح آکسفورد و پیش آزمون به ترتیب اجرا شد. در چهار جلسه شرکت کنندگان آموزش را دریافت کردند و در جلسه هفتم پس آزمون گفتاری به شرکت کنندگان هر دو گروه داده شد تا با استفاده از رسانه دیجیتال تاثیر آموزش بر روانی و دقت گفتاری آنها مشخص شود. در طول هفت هفته ، شرکت کنندگان در گروه آزمایش در معرض کلاس هوشمند قرار گرفتند و دوره های گفتاری با استفاده از رسانه دیجیتال به آنها آموزش داده شد. داده‌ها با استفاده از نرم‌افزار SPSS برای نمونه‌های زوجی و آزمون تی مستقل مورد تجزیه و تحلیل قرار گرفت. سپس پژوهشگر مصاحبه ای نیمه ساختاریافته برای جمع آوری داده های کیفی انجام داد. مصاحبه ای متشکل از سوالات که توسط محقق تهیه شده است. نتایج نشان داد که استفاده از داستان گویی دیجیتالی در گروه آزمایش تأثیر معناداری بر دقت و روان گفتاری دانش‌آموزان دارد. نتایج همچنین نشان داد که زبان آموزان زبان انگلیسی نگرش و ادراک مثبتی نسبت به اجرای رسانه های دیجیتال داشتند. یافته‌ها نشان داد که استفاده از رسانه‌های دیجیتال برای آموزش در کلاس گفتاری مفید است. از این رو، امیدواریم که یافته‌های این مطالعه به معلمان آموزشی، مدیران، دانشگاهیان کمک کند تا تأثیر استفاده از داستان گویی دیجیتال بر دقت و روان گفتاری را بهتر درک کنند.

کلیدواژه:

داستان گویی دیجیتال، صحبت کردن، دقت، روانی

نام و نام خانوادگی:ماهان ایهاوندی
عنوان پایان نامه: Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:

This quantitative study investigated the impacts of self-assessment (SA) and peer-assessment (PA) on Iranian Pre-intermediate EFL Learners’ critical thinking (CT) skill and creativity. A total number of 40 EFL learners with Persian as their L1 participated in this study and they were selected out of the pre-intermediate L2 learners of ACECR English Academy in Ahvaz. To determine the homogeneity of participants, Oxford Quick Placement Test (OQPT) was administered. Then, the homogeneous participants were divided into two groups and qualitative data were collected during 3 weeks while students in one group used SA and the other group used PA. Next, the scores from the California Critical Thinking Skills Test (CCTST) and Torrance Test of Creative Thinking (TTCT) presented the quantitative data. The major findings of this study indicated that CT posttest mean score of the SA group learners was smaller than those of their counterparts in the PA group; additionally, it was indicated that the PA learners’ creativity improved more compared to their counterparts in SA group. More precisely, it was demonstrated that there was a positive moderate relationship between CCTST and TTCT scores of the SA group; nonetheless, there was a strong positive relationship between the CCTST and TTCT scores of the learners in the PA group, and this relationship turned out to be statistically significant.

کلیدواژه:

Self-Assessment, Peer-Assessment, Critical Thinking, Creativity

نام و نام خانوادگی:زهرا نقدی
عنوان پایان نامه: Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر شیلا خیرزاده
چکیده:

This quantitative quasi-experimental study aimed to investigate the effectiveness of Drive My Brain Model on Iranian elementary English language learners’ metacognitive awareness of reading skills and cognitive reading strategy use. The DMB Model was intended for students to plan, monitor, and reflect using a visual graphic organizer. Graphic organizers provide students with a tool that helps them take ownership of the concepts they learn as they arrange their thoughts. To this end, 60 Persian-speaking learners of English as a foreign language were recruited from two elementary level intact classes (fifth-graders). They were formed the control group (n=30) and the treatment group (n=30). The Junior Metacognitive Awareness Inventory and the Cognitive Strategies Use Survey were given to the control and experimental groups as pre/post-tests. The collected data were categorized and analyzed through One-way ANCOVA utilizing Statistical Package for Social Sciences (SPSS) software. The findings from quantitative data analysis showed that the Drive My Brain Model significantly increased Iranian elementary English language learners’ metacognitive awareness of reading skills and their cognitive reading strategy use. The existing literature on metacognitive awareness and use of reading strategies were discussed and pedagogical implications were offered. These implications include suggestions made for providing learners with explicit reading strategy instruction and strategy use.

کلیدواژه: : Cognitive Strategies, Drive My Brain Model, Metacognition, Metacognitive Awareness, Metacognitive Regulation, Metacognitive Strategies, Self-Reflected Learning

نام و نام خانوادگی:الهه حاج باقر دزفولی
عنوان پایان نامه: A Thesis Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر علیرضا نجفی
چکیده:
The objective of this study was to find out the impact of constructive feedback (CF) and informal feedback (IF) on Iranian upper-intermediate EFL learners’ speaking skill and motivation during online classes. A total number of 90 EFL learners with Persian as their L1 participated in this study and they were selected out of the upper-intermediate L2 learners of ACECR English Academy and Andisheh Sazan English Institute in Ahvaz. To determine the homogeneity of participants, Oxford Quick Placement Test was administered. Then, the homogeneous participants were divided into two groups and Qualitative data was collected during 4 weeks while teacher in one group used constructive feedback and in the other group used informal feedback. Then the scores from IELTS Speaking Test presented the quantitative data. The results of this study showed that constructive feedback have more significant impact on learner’s speaking skill and motivation during online classes in contrast to informal feedback. .

کلیدواژه:

Constructive Feedback, Informal Feedback, Speaking Skill, Motivation, Online Classes

نام و نام خانوادگی:فرزانه کاشیان
عنوان پایان نامه:Effect of Mobile Assisted Language Learning on EFL Learners’ Self-Esteem and Vocabulary learning
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر امید طباطبائی
چکیده:

مطالعه حاضر با هدف بررسی تأثیر یادگیری زبان به کمک تلفن همراه (MALL) بر عزت نفس و یادگیری واژگان زبان آموزان زبان انگلیسی در بافت ایرانی طراحی شده است. یک روش نمونه گیری آسان به منظور انتخاب 40 (زن = 23 و مرد = 17) زبان آموز زبان انگلیسی متوسط همگن از طریق (OQPT) از برخی موسسات خصوصی انگلیسی زبان اجرا شد. برای اجرای این پژوهش از چهار ابزار استفاده شد که عبارتند از: آزمون قرارگیری سریع آکسفورد (OQPT)، اپلیکیشن سازنده واژگان، پرسشنامه عزت نفس و آزمون واژگان. به منظور انجام این پژوهش، محقق به طور تصادفی شرکت کنندگان را به دو گروه آزمایش (20 نفر) و گروه کنترل (20 نفر) تقسیم کرد. قبل از مرحله آموزشی، پرسشنامه عزت نفس و آزمون واژگان برای سنجش میزان عزت نفس و دانش واژگان زبان آموزان اجرا شد. در طول دوره آموزشی با توجه به وضعیت همه گیری کووید-19 و ضرورت آموزش از راه دور، تمامی شرکت کنندگان آموزش لغات آنلاین دریافت کردند، اما گروه آزمایشی باید با پشتیبانی اپلیکیشن واژگان ساز (مگوش) این آموزش را دنبال می کردند. شرکت‌ کنندگان گروه آزمایشی قرار بود در یک بازه زمانی از پیش تعیین ‌شده برنامه را مرور کنند و بر هر لایه از سطح خاص مسلط شوند. مرحله آموزشی به مدت نزدیک به یک ماه طی هشت جلسه 60 دقیقه ای، دو بار در هفته به طول انجامید. در پایان دوره آموزشی مجدداً از پرسشنامه عزت نفس و آزمون واژگان برای سنجش میزان عزت نفس فراگیران و میزان دانش واژگان استفاده شد. داده های به دست آمده با استفاده از نرم افزار SPSS مورد تجزیه و تحلیل قرار گرفت. نتایج این مطالعه، دو یافته را نشان داد. اول اینکه، یادگیری زبان به کمک تلفن همراه هیچ تأثیر آماری معنا ‌داری بر بهبود عزت نفس زبان آموزان EFL نداشت. دوم، یادگیری زبان به کمک تلفن همراه تأثیر آماری معنا داری بر پیشرفت دانش واژگان زبان آموزان زبان انگلیسی داشت. یافته‌های این تحقیق کاربردهای آموزشی برای کمک به معلمان زبان انگلیسی، دانش‌آموزان و طراحان برنامه درسی و برنامه درسی دارد.

کلیدواژه:یادگیری زبان به کمک تلفن همراه، زبان آموزان EFL، عزت نفس، یادگیری واژگان.

نام و نام خانوادگی:حسین خوشبخت
عنوان پایان نامه: A Thesis Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Arts in Teaching English as A Foreign Language (TEFL)
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر احسان رضوانی
چکیده:

This study was an attempt to investigate whether using Inter-group peer online feedback through Edmodo has any significant impact on the EFL students` collaborative learning. To collect data to support or reject the hypotheses of the study, a total number of 40 Iranian intermediate male English Foreign Language (EFL) learners were selected based on their performance on Oxford Placement Test. Then, they were randomly assigned into two groups (20 as a control group and 20 as an experimental group). After that, the participants of both groups took a collaborative learning questionnaire pre-test adopted from Haythornthwaite’s (2000) study that aimed at investigating the learners’ perception of collaborative learning. Then, the treatment started. While the experimental group received its specific treatment, the control group experienced their conventional classroom. The experimental group was asked to practice writing through Edmodo twice a week for ten sessions.   In the end, a collaborative learning questionnaire post-test was administered to both groups. The same as the pre-test, all the participants completed the questionnaire. Descriptive statistics of data provided information such as group’s means, standard deviations, normality, and frequency. Inferential statistics helped us to test the research hypothesis. For doing this, paired-samples t-test and independent-sample t-test were run to make comparisons between the experimental and the control groups’ test scores. The results showed that inter-group peer online feedback through Edmodo has a significant impact on Iranian EFL students` collaborative learning.  In other words, the experimental group made a considerably higher advancement as compared to the control group in the post-test of collaborative learning.

کلیدواژه: Inter-group peer online feedback, Edmodo, Collaborative learning